Teaching Mathematics at Sta. Maria National High School: Pedagogical Practices and Their Influence on Student Learning

Authors

  • FRIZZA T. GONSADAN NORTHEASTERN COLLEGE Author

DOI:

https://doi.org/10.64358/sih.v2i1.50

Keywords:

Mathematics teaching, pedagogical practices, student learning, secondary education, learner-centered instruction

Abstract

This study examined the pedagogical practices employed in teaching Mathematics at Sta. Maria National High School and analyzed their influence on student learning. Guided by a mixed-methods research design, the study investigated how instructional strategies, classroom practices, and assessment approaches affect students’ academic performance, engagement, and conceptual understanding in Mathematics. Quantitative data were collected through a survey on pedagogical practices and students’ Mathematics grades, while qualitative data were gathered through interviews and focus group discussions with selected teachers and students. The quantitative findings revealed that Mathematics teachers commonly utilized direct instruction and guided problem-solving, complemented by learner-centered strategies such as collaborative activities and formative assessment. Correlational analysis indicated a moderate positive relationship between learner-centered pedagogical practices and students’ academic achievement and engagement, suggesting that interactive and participatory approaches enhance learning outcomes. The qualitative findings further revealed four major themes: enhanced student engagement through interactive teaching, the importance of teacher guidance and instructional clarity, challenges in implementing learner-centered strategies, and the role of assessment as a tool for learning. Students reported increased motivation and better understanding when teaching strategies encouraged active participation, while teachers acknowledged contextual challenges such as large class sizes and limited instructional time. Overall, the findings demonstrate that pedagogical practices significantly influence student learning in Mathematics. The study concludes that a balanced integration of clear instruction, learner-centered strategies, and formative assessment fosters meaningful learning experiences. The results provide valuable insights for improving Mathematics instruction, guiding teacher professional development, and strengthening school-based interventions to enhance student learning outcomes.

Author Biography

  • FRIZZA T. GONSADAN, NORTHEASTERN COLLEGE

    FRIZZA T. GONSADAN

    NORTHEASTERN COLLEGE, SANTIAGO CITY

    STA. MARIA NATIONAL HIGH SCHOOL

    DEPARTMENT OF EDUCATION

    TEACHER I

     

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Published

2026-05-23

Issue

Vol. 2 No. 1 (2026): Studies in Interdisciplinary Horizons

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Articles

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